Communication Processes in the Design and Implementation of Models, Simulations and Simulation-Games: A Selective Review and Analysis, From the Vantage Point of Computerized Conferencing

Computerized conferencing is a new form of communication which permits a group of individuals, who could be separated in time as well as space, to engage in an interactive dialogue with each other through the convenience of their computer terminals. The software for a computerized conferencing system is designed to keep track of all messages communicated in the system, as well as insure that the various protocols for communication are observed by all. Our objectives in this report are to examine the communication processes found in the design and implementation of models, simulations and simulation-games, and to identify those areas where computerized conferencing, as a new form of communication, has the potential to impart a significant impact on the aforementioned disciplines. The theme which underlies this report is that computerized conferencing presents us with the capability to structure a communication process to satisfy a set of preformulated design objectives. In Part I, we introduce the reader to some basic terminology used to identify models, simulations and simulation-games. Part II attempts to enumerate the potential impacts computerized conferencing is expected to have on the model building process. A key component of this section is the author\u27s causal-loop model of the modeling process which seeks to capture the feedback relationships responsible for both the growth processes and limitations inherent in modeling, and the key role computerized conferencing is expected to play. Our attention next turns to the area of simulation-games. In Part III, we define a simulation-game as a gestalt communication process, and reiterate many of Richard Duke\u27s thoughts on the communication processes found in simulating-games. The next chapter examines the marriage of computerized conferencing and simulation-games, and identifies the numerous benefits to be achieved by this union. These benefits include not only logistic breakthroughs and the attainment of new degrees of verisimilitude to the object human interaction systems being modeled, but an opening up of the simulation-game as a research tool to gain theoretical insight into the sociological processes that take place in human interaction systems. In Part V, we present to the reader summaries of those major efforts relating to conferencing based simulation-games. These include the work of Lincoln Bloomfield and his associates at MIT (the CONEX simulation-games), the Polis system of R. Noel at the University of California at Santa Barbara, and the experiments conducted by the Institute for the Future with the CRISIS simulation-game. In Part VI, we explicity prescribe some methodologies by which a simulation-game designer can structure the communication processes found in simulation-games to satisfy certain design objectives. We refer to this as a constrained computerized conference (i.e., dynamic constraints are imposed on the communication process). A mathematical model is developed for the communication that takes place in the simulation-game. Design applications are then discussed as specific extensions of the mathematical model. The penultimate chapter presents a hypothetical language for describing the communication processes found in simulation-games and other group communication models. The language begins with the world view of SIMSCRIPT 11-5, acknowledged to be the most powerful discrete event simulation language, and builds in some powerful features designed to model and structure human communication processes. The language is illustrated with both a university fiscal crisis simulation-game and the SYNCON communication model. The final chapter synthesizes the ideas expressed in the preceding chapters by an analogy of models, simulations and simulation-games with the conceptual foundations of the scientific method, and sees computerized conferencing as a key aspect in making scientists out of systems scientists. It calls for a conferencing-based International Archives of models, simulations and simulation-games, both to aid in model scrutinization and confirmation as well as to provide a mutual pooling of resources from which users can draw as they please

Teaching upper level computer science courses via virtual classroom and video : course reports by faculty

New Jersey Institute of Technology is the grateful recipient of a generous grant from the Alfred P. Sloan Foundation which has enabled it to explore the use of asynchronous learning networks to create and deliver an entire undergraduate degree program in computer and information science. Each of these courses uses some amount of lecture-type material delivered via videotape. These materials are usually available to students in three different ways: by viewing broadcasts on a New Jersey cable station, by renting the set of videotapes, or by viewing in a special room in the library. Videotapes for distance learning are not new and are not, in themselves, a very effective means of delivery. The innovative part of this project is the Virtual Classroom™ which is a specially tailored set of features embedded in New Jersey Institute of Technology\u27s computer conferencing system, EIES (Electronic Information Exchange System). This makes possible a rich interchange and collaboration among students and faculty as they discuss and work through the problems and concepts in a course. As of the spring of 1995, both the B.A.I.S and the B.S.C.S. are available to distance and oncampus students. Teaching in a Virtual Classroom mixed with other media (such as video or CD ROM) is not simple however. The purpose of the enclosed descriptions of experiences by faculty members is to familiarize prospective teachers using this media mix in the future with both some ideas for how to organize their online activities, and knowledge of problems that have been encountered. The faculty members were given a suggested outline of topics to include in their reports, but otherwise were free to include whatever they thought would be of most use to other faculty members in the future, teaching the same or similar courses. Those who are interested in learning more about teaching and learning in ALN environments are referred to two book-length treatments: Starr Roxanne Hiltz, The Virtual Classroom: Learning Without Limits via Computer Networks (Ablex, Norwood NJ, 1994); and Linda Harasim, Starr Roxanne Hiltz, Lucio Teles and Murray Turoff, Learning Networks: A Field Guide to Teaching and Learning Online (MIT Press, 1995

Evaluating the Effects of SARS-CoV-2 Spike Mutation D614G on Transmissibility and Pathogenicity.

Global dispersal and increasing frequency of the SARS-CoV-2 spike protein variant D614G are suggestive of a selective advantage but may also be due to a random founder effect. We investigate the hypothesis for positive selection of spike D614G in the United Kingdom using more than 25,000 whole genome SARS-CoV-2 sequences. Despite the availability of a large dataset, well represented by both spike 614 variants, not all approaches showed a conclusive signal of positive selection. Population genetic analysis indicates that 614G increases in frequency relative to 614D in a manner consistent with a selective advantage. We do not find any indication that patients infected with the spike 614G variant have higher COVID-19 mortality or clinical severity, but 614G is associated with higher viral load and younger age of patients. Significant differences in growth and size of 614G phylogenetic clusters indicate a need for continued study of this variant

Evaluating the Effects of SARS-CoV-2 Spike Mutation D614G on Transmissibility and Pathogenicity

Global dispersal and increasing frequency of the SARS-CoV-2 spike protein variant D614G are suggestive of a selective advantage but may also be due to a random founder effect. We investigate the hypothesis for positive selection of spike D614G in the United Kingdom using more than 25,000 whole genome SARS-CoV-2 sequences. Despite the availability of a large dataset, well represented by both spike 614 variants, not all approaches showed a conclusive signal of positive selection. Population genetic analysis indicates that 614G increases in frequency relative to 614D in a manner consistent with a selective advantage. We do not find any indication that patients infected with the spike 614G variant have higher COVID-19 mortality or clinical severity, but 614G is associated with higher viral load and younger age of patients. Significant differences in growth and size of 614G phylogenetic clusters indicate a need for continued study of this variant

SARS-CoV-2 Omicron is an immune escape variant with an altered cell entry pathway

Vaccines based on the spike protein of SARS-CoV-2 are a cornerstone of the public health response to COVID-19. The emergence of hypermutated, increasingly transmissible variants of concern (VOCs) threaten this strategy. Omicron (B.1.1.529), the fifth VOC to be described, harbours multiple amino acid mutations in spike, half of which lie within the receptor-binding domain. Here we demonstrate substantial evasion of neutralization by Omicron BA.1 and BA.2 variants in vitro using sera from individuals vaccinated with ChAdOx1, BNT162b2 and mRNA-1273. These data were mirrored by a substantial reduction in real-world vaccine effectiveness that was partially restored by booster vaccination. The Omicron variants BA.1 and BA.2 did not induce cell syncytia in vitro and favoured a TMPRSS2-independent endosomal entry pathway, these phenotypes mapping to distinct regions of the spike protein. Impaired cell fusion was determined by the receptor-binding domain, while endosomal entry mapped to the S2 domain. Such marked changes in antigenicity and replicative biology may underlie the rapid global spread and altered pathogenicity of the Omicron variant

Investigation of hospital discharge cases and SARS-CoV-2 introduction into Lothian care homes

Background The first epidemic wave of severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) in Scotland resulted in high case numbers and mortality in care homes. In Lothian, over one-third of care homes reported an outbreak, while there was limited testing of hospital patients discharged to care homes. Aim To investigate patients discharged from hospitals as a source of SARS-CoV-2 introduction into care homes during the first epidemic wave. Methods A clinical review was performed for all patients discharges from hospitals to care homes from 1st March 2020 to 31st May 2020. Episodes were ruled out based on coronavirus disease 2019 (COVID-19) test history, clinical assessment at discharge, whole-genome sequencing (WGS) data and an infectious period of 14 days. Clinical samples were processed for WGS, and consensus genomes generated were used for analysis using Cluster Investigation and Virus Epidemiological Tool software. Patient timelines were obtained using electronic hospital records. Findings In total, 787 patients discharged from hospitals to care homes were identified. Of these, 776 (99%) were ruled out for subsequent introduction of SARS-CoV-2 into care homes. However, for 10 episodes, the results were inconclusive as there was low genomic diversity in consensus genomes or no sequencing data were available. Only one discharge episode had a genomic, time and location link to positive cases during hospital admission, leading to 10 positive cases in their care home. Conclusion The majority of patients discharged from hospitals were ruled out for introduction of SARS-CoV-2 into care homes, highlighting the importance of screening all new admissions when faced with a novel emerging virus and no available vaccine